This study identified patterns in general education teachers' accommodations for students with disabilities, focusing on grouping practices, teacher expectations, and modifications. These patterns were examined in order to provide a multivariate description of integration practices on which to base practice and policy decisions. Twenty-two elementary, middle, and high school students with disabilities were each observed throughout 5 school days, and all 50 teachers serving this group were interviewed. Principal components analysis of the data identified three dimensions: a first dimension revealed differences between content and special area teachers in their use of large group instruction and reliance on special education teacher modifications; a second dimension showed differences in types of small group instruction and modifications used by elementary and secondary teachers; a third dimension revealed that teachers with different types of expectations made different use of modifications and grouping practices. Implications for practice, research, and policy are discussed. (Contains 24 references.) (Author/PB)